Engaging Teachers in Equitable Computer Science Education

• In Event: Thursday Roundtable Session 12:40 pm
  In Roundtable Session: A Tale of Two Research-Practice Partnerships: Varied Approaches to Collaborative Research Within a Single University (Table 1)

Abstract

Our research-practice partnership focuses on implementing a new computer science (CS) curriculum for 400 fifth grade computer science students in a single school district. The program's focus is to foster computational skills and creative expression among the fifth grade students, preparing them for future challenges and opportunities in the digital age. This initiative builds on a successful pilot implementation conducted in Spring 2022 within three district classrooms. Based on the positive outcomes, the research team received an invitation from district leadership to expand the curriculum’s implementation to all of their fifth grade CS classes during the 2022-2023 school year.
District leaders worked closely with the research team to (1) understand the research team’s intentions to study novel ways of cultivating a computing identity in young CS learners and (2) outline the district’s needs and expectations for the project, including a data-sharing agreement. Both parties wanted a timeline put in place to ensure that any relevant data and analysis done by the research team would be shared in a timely manner with the district so that the district could evaluate their programming and consider future programming.
One obstacle to the district’s intention to provide formal computer science learning to their elementary school students became apparent during these discussions between leaders and the research team: none of the elementary school teachers tapped to teach computer science had formal training in the subject. Recognizing the challenge presented by the lack of formal computer science training among teachers, the research team took on the responsibility of designing the curriculum and to provide each teacher with two volunteer instructional staff with computer science expertise. The research team recruited primarily from its university’s CS department, cultivating a growing relationship between the district and the department.
Throughout the implementation, the research team worked closely with teachers, who actively offered feedback on the curriculum as they taught it in their classrooms. This feedback-driven process allowed for continuous adjustments and improvements, ensuring that the curriculum was relevant and impactful for the students.
In conclusion, our research-practice partnership implemented an innovative CS curriculum for our partner district’s fifth graders, working towards an evidence-based curriculum to promote students’ computing identity. The district’s commitment to providing formal computer science learning to their elementary school students, despite the challenge of teachers lacking formal training in the subject, demonstrated their dedication to advancing educational opportunities. Through a collaborative approach and teacher feedback, the curriculum was continuously refined for greater relevance and impact. This fruitful partnership cultivated a growing relationship between the district and our university’s Computer Science department, setting a strong foundation for future educational initiatives. Ultimately, this initiative marked a stride towards equipping young leaders with essential computational skills and knowledge, empowering them for a brighter future in an increasingly technology-driven world.

Authors

• Nicholas LaGrassa, Northwestern University

• Michael S. Horn, Northwestern University